COUNSELOR EDUCATION DEPARTMENT. Program Handbook. Revised August 2012

Transcription

1 1 COUNSELOR EDUCATION DEPARTMENT Program Handbook Revised August 2012

2 Table of Contents Purpose of the Handbook CHAPTER 1: DEPARTMENT MISSION, GOALS, & OBJECTIVES Discrimination and Ethical Conduct CHAPTER 2: PROGRAM FOCUS AREAS & OTHER PROGRAM OPTIONS Program Accreditation COUNSELOR EDUCATION DEPARTMENT PROGRAM FOCUS AREAS Community Counseling Program 12 Community Counseling Program Requirements.. 13 Practicum and Internship Information.. 13 Endorsement Statement 13 Supervision Requests for Practicum or Internship Students from other Universities.. 13 School Counseling Program School Counseling Program Requirements Practicum and Internship Information.. 15 Endorsement Statement 15 Supervision Requests for Practicum or Internship Students from other Universities.. 15 Professional Development Program 16 Professional Development Program Requirements.. 16 Licensed Alcohol & Drug Counselor (LADC) Certificate. 17 LADC Track Requirements.. 17 CHAPTER 3: CAPSTONE PROJECT 18 Capstone Project Guidelines.. 19 Thesis Option CHAPTER 4: LICENSURE Professional Counselor Licensure Ed. Requirements for Professional Counseling Licensure in MN and WI. 20 Minnesota Educational Requirements for LPC Wisconsin Educational Requirements for LPC School Counselor Licensure Things to Keep in Mind.. 22 Minnesota State Requirements for School Counselor Licensure 22 Wisconsin State Requirements for School Counselor Licensure 25 Wisconsin PI Pupil Services Standards. 26 Alcohol & Drug Counselor Licensure (LADC). 28 Minnesota State Requirements for LADC Licensure. 28 CHAPTER 5: ADMISSIONS & PROCEDURES Admission Criteria Admission Screening Schedule for Counselor Education Department Admission to Candidacy.. 30 Admission Requests by Persons Holding an MA or MS Degree from Another University Advising 30 Graduate Special Students (Students Completing Coursework Prior to Admission to Department) 31 CED Requirements for Applying to Return for a Second Focus Area Post-Degree Readmission to the CED for a Second Focus Area:..33 CED Endorsement of Individuals Completing a Second Focus Area Post-Degree..33 WSU Graduate Office Requirements for Return for a Second Focus Area Post-Degree.33 Forms Required Prior to Returning for a Second Focus Area Post-Degree..33 Forms Required Upon Completion of a Second Focus Area Post-Degree.33 CHAPTER 6: PROGRAM PLANNING Candidacy, Change in Program Plan. 34 Course Loads. 34 COURSE SCHEDULES AND PROGRAM PLANNING 34 Semester Planning Information Courses Requiring Prerequisites Courses Offered for Pass/No Credit Grade Option Scheduling Grid (2-year Completion) 37 2

3 Scheduling Grid (Variable Completion).39 Course Waiver Requests 41 Independent Study. 41 Travel Study Workshops. 42 Transfer of Credit from Another Accredited Institution 42 CHAPTER 7: COMPREHENSIVE EXAMINATIONS Applying for the Comprehensive Examination Counselor Preparation Comprehensive Examination (CPCE) Preparing for the Comprehensive Examination Payment for the CPCE Verification of Identification for the Comprehensive Examination Materials Required for the Comprehensive Examination. 44 Requirements for Passing the Comprehensive Examination Reporting of Comprehensive Examination Results to Students 44 Failure of the Comprehensive Examination..44 Graduate Student Administration-National Counselor Examination (GSA-NCE)..45 GSA-NCE Application Materials and Process...45 CHAPTER 8: GRADUATION Graduation Celebration and Commencement Pre/Post Graduation Job Search CHAPTER 9: POLICIES & PROCEDURES Communication with Students from CE Department Academic Misconduct Accommodations for Students With Special Needs Class Attendance Class Cancellation...48 Evaluation and Student Input in the Counselor Education Program Faculty Office Hours Graduate School Academic Policy Immunization Records Inactive Student Status Policy In Progress Grades Student Retention Procedure Student Concerns / Complaints Academic Grievance Procedure Exceptions to Policies 51 CHAPTER 10: FINANCIAL ASSISTANCE Dahlen Memorial Scholarship Graduate Assistantships NBCC Professional Identity Development Grant..54 Additional Scholarship Resources. 54 CHAPTER 11: MISCELLANEOUS INFORMATION.. 55 Chi Sigma Iota.. 55 DESIRE-2-LEARN, On-Line Access to Registered Course Materials. 55 Library Resources, ID Cards and On-Line Access Publication Manual of the American Psychological Association.. 56 Personal Therapy for Students APPENDICES APPENDIX A 57 Counselor Education Department 2-year Schedule LADC 2-year Schedule...59 APPENDIX B Counselor Education Department Program Checklist.. 61 APPENDIX C WINONA STATE UNIVERSITY DIRECTORY Counselor Education Department General Information

4 Counselor Education Department Web Pages.. 63 Counselor Education Department Faculty and Staff Counselor Education Department Administrative Staff General Winona State University Numbers. 64 Professional Organizations APPENDIX D TIME MANAGEMENT. 65 A Quick Course in Effective Time Management. 66 Ten Most Common BAD HABITS of Time Management

5 5 PURPOSE OF THE HANDBOOK The Counselor Education Department Program Handbook is intended to serve as a basic reference and program guide to Counselor Education Department students throughout their program of study from the time of their application for admission to the department through their graduation. Each member of the Counselor Education Department faculty has a strong commitment to student advising. Thus, students should only use the Counselor Education Department Program Handbook as a supplement to the assistance available to them in the advising relationship. The Counselor Education Department Program Handbook does not replace the Winona State University Graduate Catalog. It is the student s responsibility to become familiar with the general policies and procedures of the Winona State University Office of Graduate Studies as defined in the Winona State University Graduate Catalog. Additional information on graduate study at Winona State University is available online at

6 6 CHAPTER 1: DEPARTMENT MISSION, GOALS, AND OBJECTIVES: Mission: The Counselor Education Department prepares socially conscious, culturally competent school and community counselors, leaders, and agents of change for effective, respectful, responsible work with people reflecting the broad diversity of society. Goals and Objectives: The following goals and objectives developed by the Winona State University Counselor Education Department meet the national standards for counselor preparation as defined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The Community Counseling and School Counseling programs are CACREP accredited through fall, In addition, these goals will prepare students in the states of Minnesota and Wisconsin to meet the state requirements for licensure as a school counselor or as a Licensed Professional Counselor. Goal 1: The Counselor Education Department will provide curriculum in human growth and development in order to provide students with an understanding of the nature and needs of individuals at all developmental levels. Objectives: Provide curriculum that includes theories of individual and family development across the lifespan. Provide curriculum that includes theories of learning and personality development. Provide curriculum that examines human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior. Provide curriculum that includes strategies for facilitating development over the lifespan. Provide curriculum that includes ethical considerations. Goal 2: The Counselor Education Department will provide curriculum in social and cultural foundations in order to provide students with an understanding of issues and trends in a multicultural and diverse society. Objectives: Provide curriculum that explores multicultural and pluralistic trends including characteristics and concerns of diverse groups. Provide curriculum that explores attitudes and behavior based on such factors as age, race, religious preferences, physical disability, sexual orientation, ethnicity and culture, family patterns, gender, socioeconomic status, and intellectual ability. Provide curriculum that explores individual, family, and group strategies with diverse populations.

7 7 Provide curriculum that explores ethical considerations as related to social and cultural foundations. Goal 3: The Counselor Education Department will provide curriculum in helping relationships in order to provide students with an understanding of counseling and consultation processes. Objectives: Provide curriculum that explores counseling and consultation theories including both individual and systems perspectives as well as coverage of relevant research and factors to be considered in applications. Provide curriculum that explores basic interviewing, assessment, and counseling skills. Provide curriculum that explores counselor or consultant characteristics and behaviors that influence helping processes including age, gender and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills. Provide curriculum that explores client or consultee characteristics and behaviors that influence helping processes including age, gender and ethnic differences, verbal and nonverbal behaviors and personal characteristics, traits, capabilities, and life circumstances. Provide curriculum that explores ethical considerations associated with helping relationships. Goal 4: The Counselor Education Department will provide curriculum in group work in order to provide students with an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches. Objectives: Provide curriculum that explores principles of group dynamics including group process components, developmental stage theories, and group members roles and behaviors. Provide curriculum that explores group leadership styles and approaches including characteristics of various types of group leader and leadership styles. Provide curriculum that explores theories of group counseling including commonalities, distinguishing characteristics, and pertinent research and literature. Provide curriculum that explores group counseling methods including group counselor orientations and behaviors, ethical standards, appropriate selection criteria and methods, and methods of evaluation of effectiveness. Provide curriculum that explores approaches used for other types of group work, including task groups, prevention groups, support groups, and therapy groups. Provide curriculum that explores ethical considerations associated with the practice of group work.

8 8 Goal 5: The Counselor Education Department will provide curriculum in career and lifestyle development in order to provide students with an understanding of career development and related life factors. Objectives: Provide curriculum that includes career development theories and decision-making models. Provide curriculum that includes career, vocational, educational, and labor market information resources, visual and print media, and computer based career information systems. Provide curriculum that includes career development program planning, organization, implementation, administration, and evaluation. Provide curriculum that explores interrelationships among work, family, and other life roles and factors including multicultural and gender issues as related to career development. Provide curriculum that explores career and educational placement, follow-up and evaluation. Provide curriculum that explores assessment instruments and techniques relevant to career planning and decision making. Provide curriculum that explores computer based career development applications and strategies, including computer assisted career guidance systems. Provide curriculum that explores career counseling processes, techniques, and resources including those applicable to specific populations. Provide curriculum that explores ethical considerations of the practice of career development. Goal 6: The Counselor Education Department will provide curriculum in appraisal in order to provide students with an understanding of individual and group approaches to assessment and evaluation. Objectives: Provide curriculum that explores the theoretical and historical basis for assessment techniques. Provide curriculum that explores validity including evidence for establishing content, construct, and empirical validity. Provide curriculum that explores appraisal methods including environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer managed and computer assisted methods. Provide curriculum that explores psychometric statistics including types of assessment scores, measures of central tendency, indices of variability, standard error, and correlation. Provide curriculum that explores age, gender, ethnicity, language, disability, and cultural factors related to the assessment and evaluation of individuals and groups. Provide curriculum that explores strategies for selecting, administering, interpreting, and using assessment and evaluation instruments and techniques in counseling. Provide curriculum that explores the ethical issues associated with appraisal.

9 9 Goal 7: The Counselor Education Department will provide curriculum in research and program evaluation in order to provide students with an understanding of types of research methods, basic statistics, and ethical and legal considerations in research. Objectives: Provide curriculum that explores basic types of research methods to include qualitative and quantitative research designs. Provide curriculum that explores basic parametric and non-parametric statistics. Provide curriculum that explores principles, practices, and application of need assessment and program evaluation. Provide curriculum that explores uses of computers for data management and analysis. Provide curriculum that explores the ethical and legal considerations in research. Goal 8: The Counselor Education Department will provide curriculum in professional orientation in order to provide students with an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing. Objectives: Provide curriculum that explores the history of the helping professions including significant factors and events. Provide curriculum that explores professional roles and functions including similarities and differences with other types of professionals. Provide curriculum that explores professional organizations, primarily American Counseling Association (ACA), its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphasis. Provide curriculum that explores ethical standards of the ACA and related entities, ethical and legal issues, and their applications to various professional activities (e.g., appraisal, group work). Provide curriculum that explores professional preparation standards, their evolution, and current applications. Provide curriculum that explores professional credentialing including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues. Provide curriculum that explores public policy processes including the role of the professional counselor in advocating on behalf of the profession and its clients.

10 10 DISCRIMINATION: In accordance with Federal law, Minnesota law, and the policies of Winona State University, the Counselor Education Department does not discriminate in any of its procedures and practices on the basis of age, citizenship, color, disability, national origin, political affiliation, race, religion, gender, sexual orientation, or veteran status. The department practices Affirmative Action and Equal Employment Opportunity principles. Students are made aware of the Association of Multicultural Counseling and Development: Multicultural Counseling Competencies. Diversity is encouraged in recruitment practices. ETHICAL CONDUCT: All Counselor Education Department faculty and students are expected to strictly comply with ethical standards set forth by the American Counseling Association (ACA). See the American Counseling Association web page ( for current ACA Code of Ethics Code (

11 11 CHAPTER 2: PROGRAM FOCUS AREAS & OTHER PROGRAM OPTIONS PROGRAM ACCREDITATION: Winona State University is fully accredited by the North Central Association of Colleges and Schools Commission on Institutions of Higher Education (a member of COPA). Reaccreditation is scheduled for Academic Year The Winona State University Counselor Education Department s programs in School Counseling and Community Counseling are currently accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through fall, The Counselor Education Department School Counseling program is fully accredited by the National Council for Accreditation of Teacher Education (NCATE), pending final approval of reaccreditation in 2012, and is an approved licensure program by the Minnesota Department of Education and the Wisconsin Department of Public Instruction (DPI).

12 12 COUNSELOR EDUCATION DEPARTMENT PROGRAM FOCUS AREAS: COMMUNITY COUNSELING PROGRAM: The Community Counseling program prepares program graduates for careers as professional counselors in public and private community counseling settings (e.g. community mental health agencies, social services agencies, residential care facilities, etc.). Successful completion of the program leads to eligibility for counselor licensure in many states including Minnesota, Wisconsin, and Iowa. The Community Counseling Program is CACREP accredited through fall COMMUNITY COUNSELING PROGRAM REQUIREMENTS: It is recommended that the student use the space provided next to the course requirement as a checklist for completed coursework. Required Courses (46 S.H.) CE Human Relations and Diversity (3 semester hours) CE Foundations of Counseling (3 semester hours) CE Development Over the Lifespan (3 semester hours) CE Group Theory and Practice (3 semester hours) CE Tests & Measurements (3 semester hours) CE Research Design (3 semester hours) CE Family Systems Counseling (3 semester hours) CE Career Development and Appraisal (3 semester hours) CE Ethical Practice and Social Action (3 semester hours) CE Orientation to Community Counseling (3 semester hours) CE Diagnosis and Treatment Planning (3 semester hours) CE Microskills (3 semester hours) CE Counseling Theory and Practice (3 semester hours) CE Counseling Practicum (3 semester hours) CE Internship (6 semester hours) CE Capstone Project (1 semester hours) Total credits required in Community Counseling Program = 49 S.H. Successful completion of the coursework including completion of a comprehensive exam leads to the Masters Degree. For additional requirements for professional licensure see Chapter 4 on Licensure (Page 20).

13 13 COUNSELING PRACTICUM AND INTERNSHIP INFORMATION: All students enrolled in the Community Counseling Program are required to complete a one hundred fifty (150) clock hour counseling practicum experience and a six hundred (600) clock hour field based internship at a site approved by the Counselor Education Department. Prior to enrollment in either the counseling practicum or internship, the student must purchase and provide proof of professional liability insurance. Professional liability insurance can be purchased through the American Counseling Association (ACA), other professional organizations, and some employers. The starting and ending dates for both the counseling practicum and internship courses parallel the starting and ending dates of the academic semester. Only those hours logged during the academic semester in which the student has registered for either the counseling practicum or internship are eligible for course credit. Additional information on the counseling practicum and internship is available on the Counselor Education Department webpage ( ). Students may not use their current employment to satisfy their internship requirement except when that employment is new and embarked on with the intention of using it to complete the internship requirement or the student is given a new job description with new assignments designed to create a new learning environment within their current place of employment. Specific internship guidelines are outlined in the internship handouts ENDORSEMENT STATEMENT: When considering 1) students for practicum and/or internship, and 2) program graduates for employment, licensure, and/or certification, the faculty of the Counselor Education Department will endorse candidates only for positions for which they qualify by education, training, and personal qualifications. Program and/or degree requirements as defined by the student's Application for Admission to Candidacy Form will serve as a guide to faculty when recommending students and graduates for specific positions in either a community counseling or school counseling setting. Both the Community Counseling and School Counseling programs offered by the Winona State University Counselor Education Department are accredited by the Council for Accreditation of Counseling and Related Educational Programs through fall, SUPERVISION REQUESTS FOR PRACTICUM OR INTERNSHIP STUDENTS FROM OTHER UNIVERSITIES: Every effort will be made by the Counselor Education Department faculty to work collaboratively with other universities requesting supervision of their practicum or internship students. All requests for practicum or internship supervision must come from the university. No requests from students will be considered. NOTE: Students enrolled in counselor training programs other than the Winona State University Counselor Education Department may only enroll in CE 680 Counseling Practicum or CE 690 Internship with CED faculty permission and contingent upon space.

14 14 SCHOOL COUNSELING PROGRAM: The School Counseling program prepares program graduates for employment as K-12 school counselors. Successful completion of the program leads to recommendation for licensure as a school counselor in Minnesota or Wisconsin. If a student plans to become licensed in a state other than Minnesota or Wisconsin, they are advised to become familiar with the specific licensure requirements of the state in which they plan to practice. In 2000, the Counselor Education Department School Counseling program was selected as a participating program in the Transforming School Counseling national initiative sponsored by the Education Trust in Washington, D.C. The School Counseling program is CACREP approved through fall, SCHOOL COUNSELING PROGRAM REQUIREMENTS: It is recommended that the student use the space provided next to the course requirements as a checklist for completed coursework. Required Courses (46 S.H.) CE Human Relations and Diversity (3 semester hours) CE Foundations of Counseling (3 semester hours) CE Development Over the Lifespan (3 semester hours) CE Group Theory and Practice (3 semester hours) CE Tests & Measurements (3 semester hours) CE Research Design (3 semester hours) CE Family Systems Counseling (3 semester hours) CE Career Development and Appraisal (3 semester hours) CE Ethical Practice and Social Action (3 semester hours) CE Orientation to School Counseling (3 semester hours) CE School Counseling Practice (3 semester hours) CE Microskills (3 semester hours) CE Counseling Theory and Practice (3 semester hours) CE Counseling Practicum (3 semester hours) CE Internship (6 semester hours) CE Capstone Project (1 semester hour) Total credits required in School Counseling Program = 49 S.H. Successful completion of the coursework including completion of a comprehensive exam leads to the Masters Degree. NOTE: Minnesota and Wisconsin school counselor licensure requirements specify different directed knowledge and skills, including philosophy of education, exceptional children, and other topics. Each CE school counseling student must check with their state licensing board about the specific courses needed to meet appropriate licensure requirements.

15 15 COUNSELING PRACTICUM AND INTERNSHIP INFORMATION: All students enrolled in the School Counseling Program are required to complete a one hundred fifty (150) clock hour counseling practicum experience and a six hundred (600) clock hour field based internship at a site approved by the Counselor Education Department. Prior to enrollment in either the counseling practicum or internship, the student must purchase and provide proof of professional liability insurance. Professional liability insurance can be purchased through the American School Counselor Association (ASCA), other professional organizations, and some employers. The starting and ending dates for both the counseling practicum and internship courses parallel the starting and ending dates of the academic semester. Only those hours logged during the academic semester in which the student has registered for either the counseling practicum or internship are eligible for course credit. Additional information on the counseling practicum and internship is available on the Counselor Education Department webpage ( ). Students may not use their current employment to satisfy their internship requirement except when that employment is new and embarked on with the intention of using it to complete the internship requirement or the student is given a new job description with new assignments designed to create a new learning environment within their current place of employment. Specific internship guidelines are outlined in the internship handouts. ENDORSEMENT STATEMENT: When considering 1) students for practicum and/or internship, and 2) program graduates for employment, licensure, and/or certification, the faculty of the Counselor Education Department will endorse candidates only for positions for which they qualify by education, training, and personal qualifications. Program and/or degree requirements as defined by the student's Application for Admission to Candidacy Form will serve as a guide to faculty when recommending students and graduates for specific positions in either a community counseling or school counseling setting. Both the Community Counseling and School Counseling programs offered by the Winona State University Counselor Education Department are accredited by the Council for Accreditation of Counseling and Related Educational Programs through fall, SUPERVISION REQUESTS FOR PRACTICUM OR INTERNSHIP STUDENTS FROM OTHER UNIVERSITIES: Every effort will be made by the Counselor Education Department faculty to work collaboratively with other universities requesting supervision of their practicum or internship students. All requests for practicum or internship supervision must come from the university. No requests from students will be considered. NOTE: Students enrolled in counselor training programs other than the Winona State University Counselor Education Department may only enroll in CE 680 Counseling Practicum or CE 690 Internship with CED faculty permission and contingent upon space.

16 16 PROFESSIONAL DEVELOPMENT PROGRAM: The Professional Development program provides practicing professionals with a non-counseling master s degree. The program emphasizes personal and professional growth and development through a curriculum designed to enhance student understanding of self and others while promoting more effective work in the individual s respective field. Upon successful completion of the Professional Development degree, graduates may apply for admission to one of the counseling degree programs offered by the Winona State University Counselor Education Department. The Professional Development program is not eligible for CACREP accreditation. PROFESSIONAL DEVELOPMENT PROGRAM REQUIREMENTS: The Professional Development Program is a non-counseling degree program. It is recommended that the student use the space provided next to the course requirements as a checklist for completed coursework. Required Courses (25 S.H.) CE Human Relations and Diversity (3 semester hours) CE Foundations of Counseling (3 semester hours) CE 611- Development Over the Lifespan (3 semester hours) CE Group Theory and Practice (3 semester hours) CE Research Design (3 semester hours) CE Career Development and Appraisal (3 semester hours) CE Ethical Practice and Social Action (3 semester hours) CE Microskills (3 semester hours) CE Capstone Project (1 semester hour) Elective Credits (9 S.H.) Total credits required in Professional Development Program = 34 S.H.

17 17 LICENSED ALCOHOL AND DRUG COUNSELOR (LADC) CERTIFICATE: The LADC Certificate Track is available to 1) admitted Counselor Education students; and 2) non-admitted students with a bachelor s degree who wish to pursue a career in addiction counseling. The program emphasizes personal and professional growth and development through a curriculum designed to enhance student understanding of self and others within an addiction counseling context, and to prepare students to apply for the Minnesota LADC credential. Upon successful completion of the LADC Certificate Track, students will be eligible to take the LADC exam and apply for the LADC credential in the state of MN. For more information about Minnesota licensure, please see the website for the Minnesota Board of Behavioral Health: The LADC Certificate Track adheres to CACREP accreditation but is not currently accredited. LADC CERTIFICATE TRACK REQUIREMENTS: It is recommended that the student use the space provided next to the course requirements as a checklist for completed coursework. Required Courses ( 21 S.H.) CE Addiction Counseling: Introduction to the Field (3 semester hours) CE Addiction Counseling: Psychopharmacology (2 semester hours) CE Addiction Counseling: Diagnosis and Treatment Planning (3 semester hours) CE Addiction Counseling: Theory and Practice (4 semester hours) CE Addiction Counseling: Ethics and Advocacy (3 semester hours) CE Addiction Counseling: Multicultural Concerns (3 semester hours) CE 590 Addictions Counseling: Internship ( 3 semester hours and 880 clock hours) Total credits required in Addiction Counseling Certificate Program = 21 S.H.

18 18 CHAPTER 3: CAPSTONE PROJECT CAPSTONE PROJECT CE 695 Capstone Project ( ) is taken concurrent with CE 680 Counseling Practicum or CE 690 Internship. The focus of this course is the completion of the student s portfolio that is intended to synthesize knowledge, skills, and practice gained throughout the counselor preparation program. With the support and guidance of their Capstone faculty advisor, the student prepares and presents their Capstone Writing Project to Counselor Education Department faculty and students on the first Monday of Final s week each semester, from 5-8pm. The Capstone faculty advisor is selected by the Counselor Education Department to best meet student needs based on area of interest. Students must inform the Counselor Education Administrative Assistant of intent to enroll in Capstone and area of interest the semester before the student s intent to enroll in Capstone so that advisor assignments can be made. The Capstone Writing Project (a 15 to 35 page paper) addresses a professional issue or problem the student has a particular interest in and may take a variety of forms, including a thesis. All projects must follow writing and reference style guidelines outlined in the current edition of the Publications Manual of the American Psychological Association ( ). Note: Students must meet Capstone project requirements specified by their faculty advisor. The faculty advisor forwards a final grade to the WSU Registrar s Office. The following page details general Capstone project guidelines. The Capstone Project Manual can be accessed here: Capstone Project Manual

19 19 Capstone Projects generally include the following: Title page Capstone Project Approval Page (only necessary if required by advisor) Abstract Table of Contents Introduction (including purpose of project, rationale, and/or goals and objectives of project) Review of Literature Methodology (process for addressing the issue or basic research design used for data collection) Results (included only if the student completed a research-based study) Conclusion or Discussion References Bibliography (included only if the student wants to provide the reader with additional resources that may be of interest or value, but were not referenced in the paper) Author s Note (included if the student wants to make a personal statement about the project and/or process used in the preparation of the project, or if there are any disclaimers the student wishes to make about the project) THESIS OPTION: Counselor Education Department students may elect to complete a Master s Thesis Paper, (CE 699 Master's Thesis) which is an extensive research project requiring the use of scientific methods and procedures. NOTE: Any research involving human subjects requires approval by the Winona State University Institutional Review Board (IRB) Contact your advisor for information. The candidate s faculty advisor and an oral examination committee must approve the Master s Thesis Paper. This is an opportunity for the student interested in pursuing a doctoral program to conduct independent research employing scientific methods and procedures in the area of the student's field of concentration. Forms for thesis binding may be downloaded from

20 20 CHAPTER 4: LICENSURE LICENSURE: LICENSED PROFESSIONAL COUNSELOR: Educational Requirements for Professional Counseling Licensure in Minnesota and Wisconsin This section of the handbook is an overview of the licensing process for Licensed Professional Counselor (LPC) in Minnesota and in Wisconsin. First, this caveat: the application for licensure is an individual process. After completing her/his graduate program, an individual applies to the Minnesota Board of Behavior Health and Therapy (BBHT) or to the Wisconsin Examining Board of Social Workers, Marriage and Family Therapists and Professional Counselors (EBSWMFT&PC) for licensure. It is the responsibility of the applicant to show the board that she/he has met all educational requirements. The BBHT or EBSWMFT&PC has to approve all applications. Having said that, students who have completed or are completing their graduate program in CACREP approved Community Counseling in the Counselor Education Department at Winona State University should meet those educational requirements. Minnesota Educational Requirements for LPC: Current educational requirements for LPC are completion of a 48 semester credit master s degree in counselor education or a related field that includes a 700 hour counseling field experience (e.g., practicum and internship) and course work in the following areas: 1. The helping relationship, including counseling theory and practice 2. Human growth and development 3. Lifestyle and career development 4. Group dynamics, processes, counseling, and consulting 5. Assessment and appraisal 6. Social and cultural foundations, including multicultural issues 7. Principles of etiology, treatment planning, and prevention of mental and emotional disorders and dysfunctional behavior 8. Family counseling and therapy 9. Research and evaluation 10. Professional counseling orientation and ethics In addition to completing the above educational requirements, an applicant must pass the National Counseling Examination and submit to the BBHT a plan for supervision during the first 2,000 hours of professional practice or submit proof of supervised professional practice that is acceptable to the board. Once licensed, LPC s must complete continuing education. This includes 12 graduate credits in counseling. Graduate credits in excess of the 48 required for the applicant s master s degree may be counted toward this 12-credit requirement. For more details on licensure, you may visit the BBHT website at